The dissertation is the first attempt to give a scholarly insight into the problem of shaping students’ citizenship in the context of the U. S. higher education.
It has been found that shaping students’ citizenship based on respect for the rights of everyone, recognition of the rule of law, conscious voluntary performance of the duties, and concern for the common good is a key concept in the U.S. higher education philosophy. This concept presupposes the priority of preparing students as responsible members of a democratic society for conscious activity for the benefit of the community.
The novelty of the study results lies in the fact that for the first time in the Ukrainian pedagogical science comprehensive research into the problem of shaping students’ citizenship in the unity of goals, organizational forms and methodological principles of its implementation in the U. S. higher education institutions is carried out, in particular: scholarly views on pedagogical phenomenon “citizenship of a personality” in the context of the U. S. higher education are studied and systematized; a wide typology of the phenomenon under scrutiny is researched into and generalized; the cognitive, emotional-value and praxeological components of the U. S. students’ citizenship are singled out and characterized; the organizational and pedagogical conditions of shaping students’ citizenship, as well as forms (interactive lectures, Socratic seminars, tutorials, problem-solving classes, demonstration classes to present the results of community service, practical classes in real conditions, field-based learning classes) and interactive methods (discussion methods (Socratic conversation, debate, discussion, “world café” method, “barometer” method, story method), project methods of organizing and gaining experience of socially significant activity (problem-based learning, experiential learning, case method, place-based learning); role play methods) of their practical realization in the U. S. higher education institutions are defined and characterized; the state of elaborating the problem of shaping students’ citizenship in Ukraine is analyzed; the U. S. experience in shaping students’ citizenship is generalized and elaborated in the format of recommendations worth implementing in the Ukrainian educational environment; little-known documents of the U. S. governmental and non-governmental organizations on the policy of civic education of youth, as well as reports of the U. S. national commissions on the state and trends of civic education are put into the academic circulation in Ukraine.
The research clarifies the content and essence of the concept “citizenship”, and provides a glossary of basic terms of the research.
